Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Foreign Countries | 6 |
| Predictor Variables | 6 |
| Reading Instruction | 6 |
| Elementary School Students | 4 |
| Intervention | 4 |
| Alphabets | 3 |
| Naming | 3 |
| Phonological Awareness | 3 |
| Reading Difficulties | 3 |
| Reading Skills | 3 |
| At Risk Students | 2 |
| More ▼ | |
Source
| Annals of Dyslexia | 1 |
| European Early Childhood… | 1 |
| Journal of Communication… | 1 |
| ProQuest LLC | 1 |
| School Effectiveness and… | 1 |
| Scientific Studies of Reading | 1 |
Author
| Verhoeven, Ludo | 2 |
| Aarnoutse, C. A. J. | 1 |
| Bosman, Anna | 1 |
| Economou, Maria | 1 |
| Ghesquière, Pol | 1 |
| Groen, Margriet A. | 1 |
| Houtveen, Thoni | 1 |
| Jessica Leigh Block | 1 |
| Kellens, Silke | 1 |
| Segers, Eliane | 1 |
| Snel, M. J. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 4 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 3 |
| Primary Education | 3 |
| Kindergarten | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
Audience
Location
| Netherlands | 6 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkJessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
Peer reviewedvan der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2019
This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Reading Instruction
Verwimp, Cara; Vanden Bempt, Femke; Kellens, Silke; Economou, Maria; Vandermosten, Maaike; Wouters, Jan; Ghesquière, Pol; Vanderauwera, Jolijn – Annals of Dyslexia, 2020
Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid…
Descriptors: Dyslexia, Intervention, Disability Identification, At Risk Students
Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M. – European Early Childhood Education Research Journal, 2016
Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…
Descriptors: Foreign Countries, Word Recognition, Reading Instruction, Elementary School Students
Predicting Word Decoding and Word Spelling Development in Children with Specific Language Impairment
van Weerdenburg, Marjolijn; Verhoeven, Ludo; Bosman, Anna; van Balkom, Hans – Journal of Communication Disorders, 2011
This longitudinal investigation on Dutch children with Specific Language Impairment (SLI) aimed at determining the predictive value of statistically uncorrelated language proficiencies on later reading and spelling skills in Dutch. Language abilities, tested with an extensive test battery at the onset of formal reading instruction, were…
Descriptors: Spelling, Speech, Semantics, Language Impairments
Houtveen, Thoni; van de Grift, Wim – School Effectiveness and School Improvement, 2012
In The Netherlands, the percentage of struggling readers in the 1st year of formal reading instruction is about 25%. This problem inspired us to develop the Reading Acceleration Programme. To evaluate the effectiveness of this programme, a quasi-experiment is carried out. The teachers in the experimental group have been trained to improve their…
Descriptors: Experimental Groups, Sentences, Foreign Countries, Followup Studies
